A mobile and active child 4-5 years old per day asks about 400 questions. And not all questions can be answered so that the baby understands. For this, there is children's experimentation in kindergarten. Why is the wind blowing? Why do objects fall down, not up? Why is ice hard and water not? These and other questions can be answered, or you can conduct an experiment with the child, during which he himself will see patterns with his own eyes.
Why introduce child experimentation in preschool education?
Why is kindergarten experimentation useful? Firstly, children have contact with objects, which allows them to understand their qualities and properties. Secondly, experimental activity awakens even more curiosity, opens up a new world for the child, full of miracles and mysteries. Thirdly, children deepen their knowledge of nature - animate and inanimate, they broaden their horizons, learn to think, observe phenomena, analyze and draw conclusions. And, of course, children's experimentation in kindergarten allows children to feel that they have independently discovered some phenomenon, which, of course, affects their self-esteem.
Types of experiments in the DOE
Experimentation can be demonstrational and frontal.
- Demonstration observation is a type of activity in which there is only one object of observation; it is located with a teacher who conducts and demonstrates experience to children. This species has its pros and cons, but the personal initiative and involvement of children is minimized. Only if the baby is already interested in experimental activities, he will carefully monitor the progress of the experiment. Otherwise, a passive reaction of the group is possible.
- Frontal observation is a type of activity in which there are several objects, and they are in the hands of children. Of course, this type of experimentation is more suitable in order to activate the work of all the kids, arouse their interest and curiosity. However, it may be difficult for one educator to follow a whole group: children have different work speeds, there is a risk of non-observance of safety rules, etc. Therefore, it is better if several teachers are present at the front observation.
How to arrange a corner of experimentation in kindergarten?
The question is not idle, since the corner should be designed in accordance with safety rules and, at the same time, arouse interest among children. So, in your corner, allocate space for:
- Permanent exhibition. Here you can store rare items (stones, shells, crystals). You can add the best crafts of kids.
- Devices. Based on the plan of your work, there should be the necessary things (pipettes, cans, ropes, funnels, plastic bottles, etc.) in order to provide interesting and productive experimentation in kindergarten.
- Schemes. Prepare reminders for the children so that they know what they are dealing with (for example, “Water” about the properties of water, “Air”, etc.). Memos should be colorful and understandable to kids.
- Materials (natural, non-natural, unstructured).
- A place for experiments.
How to choose experiments according to the age of children?
The younger group should not be given complex experiments with the presence of glass objects, a microscope, etc. Introduce them to the air (the “We caught the air” experiments using balls, “I see the air” with a straw and a glass of water), the wind (“What is the wind?”), Magnets, water (the “Drowning - not drowning” experiment, “ Does water change color? ”Using paints). Remember that children's experimentation in kindergarten is a way to arouse interest in science, therefore, how bright and interesting your experiments will be, how the child grows up!